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This study examines how students’ situational interest changes across different segments of peer reading activities and identifies the relationship with personal traits like the students reading sk...

To scale up pedagogical innovation using information and communications technology (ICT), educators have shifted the focus of professional development from primarily an individualist endeavor to a collective approach including teachers' social networks (SNs). SNs have been found to be a major contributor to professional development and support, which in turn promote teachers' self-efficacy and improve their teaching practices. However, the effects of SNs in pedagogical innovation may vary depending on the structure of SNs and the quality of the interaction in a network. It is necessary to reconsider the assumption that the more networked teachers become, the better they teach students. This study aims to explore both the supportive and obstructive roles of teachers' SNs in scaling up ICT-based instruction through in-depth interviews with 14 primary school teachers (7 active and 7 passive ICT using teachers) in South Korea. This study found that some SNs played a positive role in supporting ICT-based instruction and professional development, whereas some imposed constraints on using ICT for teaching and learning. Teachers who actively conducted ICT-based instruction were likely to have appropriate countermeasures to obstructive SNs. This study suggests that systematic supports are necessary to help teachers expand their supportive SNs in and out of schools and to develop professional competencies to overcome the negative impacts of obstructive SNs.

The Korean Society for Educational Technology (KSET) hosted its second panel discussion partnering with the Association for Educational Communications and Technology (AECT) at the 2019 AECT Convention in Las Vegas, Nevada. A total of four panelists, two from Korea and two from the U.S., participated in the discussion on the trends of educational technology in Korea and in the U.S. for one hour. The topics covered were smart schools in a smart city of Korea, characteristics of mobile learning environments, learning analytics for instructional design, and artificial intelligence for learning sciences research.

This study investigates the possibility of utilizing online learning data to design face-to-face activities in a flipped classroom. We focus on heterogeneous group formation for effective collaborative learning. Fifty-three undergraduate students (18 males, 35 females) participated in this study, and 8 students (3 males, 5 females) among them joined post-study interviews. For this study, a total of 6 student characteristics were used: three demographic characteristics obtained from a simple survey and three academic characteristics captured from online learning data. We define three demographic group heterogeneity variables and three academic group heterogeneity variables, where each variable is calculated using the corresponding student characteristic. In this way, each heterogeneity variables represents a degree of diversity within the group. Then, a two-stage hierarchical regression analysis was conducted to identify the significant group heterogeneity variables that influence face-to-face group achievement. The results show that the academic group heterogeneity variables, which were derived from the online learning data, accounted for a significant proportion of the variance in the group achievement when the demographic group heterogeneity variables were controlled. The interviews also reveal that the academic group heterogeneity indeed affected group interaction and learning outcome. These findings highlight that online learning data can be utilized to obtain relevant information for effective face-to-face activity design in a flipped classroom. Based on the results, we discuss the advantages of this data utilization approach and other implications for face-to-face activity design.

Blended learning with online systems and tools for university courses has been introduced to provide better interactivity and participation among learners and an instructor. Seoul National University (SNU) as a research-oriented university has worked on ways to provide quality education through the learning management system (LMS) and other online systems for effective blended learning. More access to quality in terms of interactivity could be efficiently acquired through LMS and other systems in SNU, as these systems have provided more opportunities for learners to have meaningful online interactions which might not be attained without them. After reviewing the development and status of LMS and other systems for blended learning in SNU, the factors of successful blended learning with LMS and other systems in SNU were analyzed into three areas: university policy, reflection of user needs, and facilities and training programs. Challenges of blended learning with LMS and online systems in SNU have been identified and discussed in the following aspects: understanding blended learning in the context of teaching-learning methodological innovation which could be realized through Center for Teaching and Learning (CTL) with institutional research functions, the functional improvement of LMS into an educational platform to provide optimal learning environments like dashboards, and scaling up blended learning across diverse contexts that have different pedagogical needs.

Background: Health message design plays an important role in knowledge acquisition and changes in attitudes towards a nutrient or substance, such as caffeine. To foster the effectiveness of health education, greater attention should be paid to the gist-based design of health messages that include visual representations. Fuzzy-trace theory indicates that gist knowledge can be influential in decision-making about health and medical problems. Objectives: The purpose of this study was to investigate the influence of different graphic types (i.e. gist, verbatim and decoration) on knowledge of gist and verbatim messages, which may in turn influence attitudes and intentions towards caffeine control. Method: Middle school students ( n = 315) in South Korea individually studied reading materials on caffeine under three research conditions with respect to graphic types. Results: This study found an interaction effect between sex and graphic types when it came to student perceptions of gist representation and the visual design of graphics. Graphic types also significantly influenced gist knowledge but not verbatim knowledge. Gist and verbatim graphics were more effective in acquiring gist knowledge about caffeine control than decorative graphics. In addition, gist knowledge significantly influenced attitudes and intentions towards caffeine control. Conclusion: The main finding of this study is the importance of acquiring gist knowledge from health messages, which can be enhanced through the effective use of visual representations.

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

Despite the benefits of peer assessment, many teachers are not willing to implement it, particularly for low-achieving students. This study used the theory of planned behaviour to predict pre-service teachers’ intention to use peer assessment for low-achieving students. A total of 229 pre-service teachers in Singapore participated in the survey which consists of eight factors about peer assessment in writing: belief of knowledge source, belief of ability, belief of constructivist assessment, attitude, subjective norm, perceived behaviour control, behavioural intention, and intention for low-achieving students. Structural equation modelling was used to test hypothesized relationships of the eight factors. This study found that pre-service teachers’ beliefs about knowledge source and constructivist assessment significantly influenced their attitude towards peer assessment of writing. In addition, the attitude and perceived behaviour control were significant factors in shaping the intention of peer assessment. Lastly, pre-service teachers’ intention of implementing peer assessment for low-achieving students was influenced by both the intention of peer assessment and the belief of ability.

A growing number of studies have been carried out to understand learning and teaching activities in online learning environments (OLEs) and to design effective OLEs for meaningful learning in higher education. Although there were a small number of studies to provide research trends in educational technology in regards to research topics, methods, and researchers, more research is necessary to help educators to understand new trends and issues of OLEs in higher education. This study intends to provide an overview of practical and theoretical issues pertaining to OLEs by analyzing literature recently published in peer-reviewed journals. The present study qualitatively analyzed research questions and purposes to identify themes of OLEs in higher education. The OLE research topics were grouped into three major themes: (1) participants, (2) micro-level environments, and (3) macro-level environments. The findings are followed by discussion of an ecological approach as a new theoretical framework to guide future OLE research and practice.

Although research from the Asia-Pacific region has been increasing, much is unknown about research trends, authors, and institutions in the region, especially in relation to learning and instruction. It is important to have an understanding of current research to identify its strengths and weaknesses and to chart future research directions. It is also useful to identify prominent and productive authors and institutions in the Asia-Pacific to enhance international and regional collaboration between researchers. Twelve top international journals from 2002 to 2011 in the fields of educational psychology, educational technology, and learning sciences were examined. New bibliometric measures, such as the q 2 index, as well as co-authorship network analysis, and cluster analysis methods were utilized to provide insights into Asia-Pacific authors and institutions in the field of learning and instruction research.

Thisstudyinvestigatedhowpeopleperceivedtheimportanceofhealthmessagedesignprinciplesincludinggistpresentation,usefulnessofcontent,format,andintuitivedesignandhowwellawebzinearticlepublishedbyKoreanMinistryofFoodandDrugSafetywasdesignedintermsofthefourdesignprinciples.Thisstudyalsoexploredwhatindividualcharacteristicsinfluencedtheperceptionsofhealthmessagedesignprinciples.Atotalof294adultsparticipatedinthesurvey,andtheirresponseswereanalyzedwiththeImportance-PerformanceAnalysismethod.Participantsperceivedthatusefulnessofcontentwasmostimportantinthetextdesign;gistpresentationwasmostimportantinthevisualdesign;andformatwaswelldesignedinbothtextandvisualmessages.Thisstudyshowedthatitiscrucialtoimprovethequalityofvisualhealthmessagesparticularlyintermsofgistpresentationandintuitivedesign.Wealsofoundthatindividuals’interestinhealthplayedasignificantroleintheperceptionsofhealthmessages.Theseresultswerediscussedinregardstoprinciplesandstrategiesfortheeffectivedesignofhealthmessages. ■ keyword : Health Message Message Design Principles Gist-based Design Intuition IPA *본논문은식품의약품안전처의지원을받아수행되었음(과제번호:13162위해분831)접수일자:2014년03월25일수정일자:2014년04월28일심사완료일:2014년05월08일교신저자:조영환,e-mail:yhcho95@snu.ac.kr

Over the past few decades, Korea has made great accomplishments in the quality of its education as well as the quantitative expansion of education in spite of many obstacles. Facing the new challenges of globalization and social polarization, Korea has prepared to make a road to the second leap toward “world class” education. However, Korea faces tough challenges on the road to the world class education. The driving forces for rapid development brought about a lot of shadow. This article reviews the historical development of Korean education, examines the outcomes of Korean education, and finally proposes several tasks for performing the world class education.